we are looking to factor some values of allow us to factor it as a product of linear binomials with integer coefficients. what are all such values of
Answers
To factor a value as a product of linear binomials with integer coefficients, we need to identify the values that can be factored using integer factors. These values are usually integers themselves or rational numbers.
When factoring a value as a product of linear binomials with integer coefficients, we are looking for expressions of the form (ax + b)(cx + d), where a, b, c, and d are integers. The goal is to find integer factors that, when multiplied together, yield the original value.
Integers are whole numbers that can be positive, negative, or zero. Rational numbers, on the other hand, are numbers that can be expressed as a fraction of two integers, where the denominator is not zero. Rational numbers include integers since they can be expressed as a fraction with a denominator of 1.
When factoring a value, we are essentially finding the prime factors or smaller integers that can be multiplied together to obtain the original value. These prime factors can be combined into linear binomials with integer coefficients.
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Related Questions
convert the binary number to a decimal number (show workings)
1011101
Answers
1011101₂ = 1 • 2⁶ + 1 • 2⁴ + 1 • 2³ + 1 • 2² + 1 • 2⁰
1011101₂ = 64 + 16 + 8 + 4 + 1
1011101₂ = 93₁₀
Which will be the exponent of the common factor when finding the sum of 4.15 x 10-3 and 5.28 x 106?
Answers
Answer:
1. 0.00415
2. 5280000
Step-by-step explanation:
1. 4.15x10^-3
1. 0.00415
2. 5.28x10^6
2. 5280000
A certain plane is described by 2x+3y+4z=16. Find the unit vector normal to the surface in the direction away from the origin.
Answers
A certain plane is described by 2x+3y+4z=16. Find the unit vector normal to the surface in the direction away from the origin.Firstly, we will obtain the coefficients of the x, y and z variables from the equation of the plane:2x + 3y + 4z = 16The coefficients are 2, 3, and 4 respectively.
Now, we will calculate the magnitude of the normal vector, ||N||, using the formula:||N|| = √(a² + b² + c²)where a, b, and c are the coefficients of the x, y, and z variables respectively.||N|| = √(2² + 3² + 4²)= √(4 + 9 + 16)= √29Therefore, the unit normal vector in the direction away from the origin is given by:N = (2/√29) i + (3/√29) j + (4/√29) k. Given the equation of a plane as 2x + 3y + 4z = 16, we have to find the unit vector normal to the surface in the direction away from the origin. Here's how we can do it:To find the unit vector normal to the surface, we first need to find the coefficients of the x, y, and z variables from the equation of the plane. In this case, the coefficients are 2, 3, and 4 respectively.Next, we can use the formula ||N|| = √(a² + b² + c²) to calculate the magnitude of the normal vector, where a, b, and c are the coefficients of the x, y, and z variables respectively. In this case, ||N|| = √(2² + 3² + 4²) = √29.Finally, we can find the unit normal vector in the direction away from the origin by dividing each coefficient by the magnitude of the normal vector, ||N||. Thus, the unit normal vector is:N = (2/√29) i + (3/√29) j + (4/√29) k
Therefore, the unit vector normal to the surface in the direction away from the origin is (2/√29) i + (3/√29) j + (4/√29) k.
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identify the angles as complementary or supplementary
Answers
Answer:
either of two angles whose sum is 90°.either of two angles whose sum is 180°.
Step-by-step explanation:
PLZZZ HELP!! Which expressions are equivalent to -6+4q+(-6q) Choose all answers that apply:
Answers
Answer: IT IS: A
Step-by-step explanation:
math duh
Answer:
the answer : None of them above
Step-by-step explanation:
the true answer is -6-2q
Rewrite the equation from slow point form to slope intercept form
Equation: y-4=2(x+1)
Answers
Answer:
y = 2x+6
Step-by-step explanation:
y-4=2(x+1)
Distribute
y-4 =2x +2
Add 2 to each side
y-4+4 = 2x+2+4
y = 2x+6
This is in slope intercept form
y = mx+b where m is the slope and b is the y intercept
(2 + i)(3 - i)(1 + 2i)(1 - i)(3 + i)
Answers
Answer:
50+50iStep-by-step explanation:
Given the expression (2 + i)(3 - i)(1 + 2i)(1 - i)(3 + i), we are to take the product of all the complex values. We must note that i² = -1.
Rearranging the expression [(3 - i)(3 + i)] [(2 + i)(1 - i)](1 + 2i)
On expansion
(3 - i)(3 + i)
= 9+3i-3i-i²
= 9-(-1)
= 9+1
(3 - i)(3 + i) = 10
For the expression (2 + i)(1 - i), we have;
(2 + i)(1 - i)
= 2-2i+i-i²
= 2-i+1
= 3-i
Multiplying 3-i with the last expression (1 + 2i)
(2 + i)(1 - i)(1 + 2i)
= (3-i)(1+2i)
= 3+6i-i-2i²
= 3+5i-2(-1)
= 3+5i+2
= 5+5i
Finally, [(3 - i)(3 + i)] [(2 + i)(1 - i)(1 + 2i)]
= 10(5+5i)
= 50+50i
Hence, (3 - i)(3 + i)(2 + i)(1 - i)(1 + 2i) is equivalent to 50+50i
Ingrid is buying her
grandmother a new
coffeemaker for
her birthday. If the
tax rate is 8.5%, how
much tax will she
pay on a coffee-
maker with a sales
price of $48.90?
085,
Answers
The total price of that Ingrid has to pay is $52.90.
How to find percentage?From the Latin word "per centum," which meaning "by the hundred," the word "percentage" was borrowed. The denominator of percent's is 100, making them fractions. In other words, it is the relationship between a component and a whole in which the value of the entire is consistently set to 100. The value of the entire is always 100 in a percentage, which is a ratio or fraction. Sam, for instance, would have received a score of 30 out of 100 on his arithmetic test if he received a 30%. When expressed as a ratio, it is written as 030:10 and as a fraction, 30/100. An quantity or part that is contained in each hundred is known as a percentage. The symbol "%" signifies that it is a fraction with 100 as the denominator.
Sales price = $48.90
Amount needed to be paid = 8.5% of $48.90 + $48.90
= 4.15 + $48.90
= $52.90
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How much does ron owe in taxes ?
Answers
Answer: 14,575
Step-by-step explanation:
In triangle △JKL, ∠JKL is right angle, and KM is an altitude. JL=25 and JM=5, find KM.
HELP ME PLEASE!!!!!!
Answers
Answer:
KM = 15
Step-by-step explanation:
From the diagram, ΔJKL and ΔJKM are similar to each other because they share the same angle J and they are both right angle triangle. Therefore they are similar by AA property.
Since JL=25 and JM=5, JM = JL + JM= 25 + 5 = 30
Since ΔJKL and ΔJKM are similar to each other, therefore:
\(\frac{JK}{JL}=\frac{JM}{JK}\\ Substituting:\\\frac{JK}{30}=\frac{5}{JK}\\JK^2=150\\JK=\sqrt{150}\\ \\From\ hypotenuse:\\JK^2=JM^2+KM^2\\Substituting:\\(\sqrt{150} )^2=5^2+KM^2\\150=25+KM^2\\KM^2=150-25=125\\KM=\sqrt{125}\\ KM=15\)
Janice combines 2 1/2 cups of white flour and 1 1/2 cups of whole wheat flour. how much flour does she use all together?
Answers
3/8 + 2/5 give your answer in its simplest form
Answers
Answer:
31/40Step-by-step explanation:
3/8 + 2/5
= (3/8 × 5/5) + (2/5 × 8/8)
= 15/40 + 16/40
= 31/40
How to work out if 3rackets and 3 balls cost 21.63t?
Answers
The cost of a racket and a ball is equal to $3.21 and $4 as per the given data .
As given in the question,
Let us consider cost of a racket is equal to $x
Let us consider cost of a ball is equal to $y.
Equation formed using the given data we have,
3x + 3y = $21.63 ____(1)
3x + 10y = $49.63 ____(2)
Subtract equation (2) from (1) to eliminate x
3x + 10y = $49.63
3x + 3y = $21.63
0x + 7y = $28.00
⇒7y = 28.00
⇒ y = 28 / 7
⇒ y = $4
Substitute the value of y in (1) we get,
3x + 3(4) = 21.63
⇒3x = 21.63 -12
⇒3x = 9.63
⇒ x = $3.21
Therefore, from the given relation the cost of a racket and a ball is equal to $3.21 and $4.00.
The complete question is:
The cost of 3rackets and 3 balls cost $21.63.
The cost of 3rackets and 10 balls is $49.63.
Work out the cost of
a) a ball.
b) a racket
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hellppp I'm slowee don't know anything
Answers
Answer: B) X=40
cuz i just know
Write an expression for the perimeter of the triangle shown below:
6.9x − 16
6.9x + 16
0.1x − 16
0.1x + 16
Answers
Answer:
The answer is 0.1x-16
Step-by-step explanation:
-3.4x+3x+.5x=0.1x and -25+9 is -16 which is 0.1x-16
a small ferry boat is 4m wide and 6m long
Answers
The weight of the truck, When a loaded truck pulls onto it, the boat sinks an additional 5.00cm into the river is 11,788 N.
To discover the weight of the truck, we ought to utilize the concept of buoyancy.
When the truck pulls onto the vessel, it uproots a sum of water that breaks even with its claimed weight. The weight of this uprooted water makes an upward buoyant constraint on the pontoon.
The watercraft sinks an extra 5.00 cm, which suggests that the buoyant constraint breaks even with the weight of the truck furthermore the weight of the uprooted water, and this adds up to the weight causing the boat to sink assist.
Let's accept that the thickness of water is 1000 kg/m³ (this can be ordinary esteem for new water). The volume of water uprooted by the pontoon is rise to its length times its width times the profundity it sinks into the water:
V = (6.00 m)(4.00 m)(0.05 m) = 1.20 m³
The weight of this uprooted water is:
Wwater = Vρg = (1.20 m³)(1000 kg/m³)(9.81 m/s²) ≈ 11,788 N
where ρ is the thickness of water and g is the speeding up due to gravity.
Since the buoyant drive is broken even with the weight of the truck furthermore the weight of the uprooted water, we have:
Wtruck + Wwater = Fbuoyant
where Wtruck is the weight of the truck and Fbuoyant is the buoyant drive. Ready to improve this condition to illuminate for the weight of the truck:
Wtruck = Fbuoyant - WWater
The buoyant drive is broken even with the weight of the water uprooted by the watercraft, which we calculated prior to being around 11,788 N. In this manner:
Wtruck = 11,788 N - 0
Wtruck ≈ 11,788 N
So, the weight of the truck is around 11,788 N.
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The full question is
A small ferryboat is 4.00m wide and 6.00m long. When a loaded truck pulls onto it, the boat sinks an additional 5.00cm into the river. What is the weight of the truck?
What does the graph look like for y=2x-3
Answers
Answer:
It will have a y-intercept of -3 and a rise of 2 and a run of 1.
Step-by-step explanation:
We can use a graphing calculator to help us graph for y = 2x - 3.
Attached below is the graph.
Tamar's house is greater than 472 and less than 500 which number can be on Tamar's house?
Answers
490
472 <490<500
it fits the criteria
Let θ = 855∘. Complete parts (a), (b), and (c) below. (a) Sketch θ in standard position. (b) Find an angle between 0∘ and 360∘ that is coterminal with θ. (c) Find an angle between −360∘ and 0∘ that is coterminal with θ
Answers
Let θ be equal to 855∘. Sketch θ in standard position. θ = 855∘ is in the fourth quadrant of the coordinate plane θ = 855∘
The given angle, θ, is a positive angle. It is measured in the counterclockwise direction from the initial side to the terminal side.Hence, we sketch θ in the standard position with its initial side along the positive x-axis.
Find an angle between 0∘ and 360∘ that is coterminal with θ.
The angle between 0∘ and 360∘ that is coterminal with θ is given by:
θ1 = θ - n × 360∘θ1 = 855∘ - 2 × 360∘θ1 = 855∘ - 720∘θ1 = 135∘
Therefore, an angle between 0∘ and 360∘ that is coterminal with θ is 135∘.Find an angle between −360∘ and 0∘ that is coterminal with θ.
The angle between −360∘ and 0∘ that is coterminal with θ is given by:
θ2 = θ + n × 360∘θ2 = 855∘ + 2 × 360∘θ2 = 855∘ + 720∘θ2 = 1575∘
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Identify the terms in the expression 5x−3x+12
Answers
Answer:
9,8,7,6
Step-by-step explanation:
they are 6,7,8,9 backwards so its the answer
Dotermine if the argument is valid or not If the ice melts or a food occurs, then the global temperature has increased the global temperature has not increased. Therefore, a food occurs. Choose the correct answer below The argument is valid The argument is not vald
Answers
The argument is not valid.
The argument assumes that a flood occurs only if the global temperature has increased, but this is not necessarily true. A flood can occur due to other reasons such as heavy rain, land use changes, or other natural disasters. Therefore, the conclusion "a flood occurs" does not necessarily follow from the premises given.
This means that if either the ice melts or a flood occurs, then the global temperature must have increased. However, the converse of this statement is not necessarily true. That is, the global temperature can increase for reasons other than the ice melting or a flood occurring. Therefore, it is not valid to conclude that a flood must occur just because the global temperature has not increased.
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For each of the following examples, imagine that some researcher has found the reported pattern of covariation between X and Y. Can you think of a variable Z that might make the relationship between X and Y spurious?
(a) The more firefighters (X) that go to a house fire, the greater property dam- age that occurs (Y).
(b) The more money spent by an incumbent member of Congress’s campaign (X), the lower their percentage of vote (Y).
(c) Increased consumption of coffee (X) reduces the risk of depression among women (Y).
(d) The higher the salaries of Presbyterian ministers (X), the higher the price of rum in Havana, Cuba (Y).
Answers
(a) The presence of a confounding variable Z, such as the severity of the fire, could make the relationship between the number of firefighters (X) and property damage (Y) spurious.
(b) The presence of a confounding variable Z, such as the popularity of the incumbent member or the characteristics of the constituency, could make the relationship between campaign spending (X) and percentage of vote (Y) spurious.
(c) The presence of a confounding variable Z, such as the overall lifestyle or socioeconomic status of the women, could make the relationship between coffee consumption (X) and the risk of depression (Y) spurious.
(d) The presence of a confounding variable Z, such as the overall economic conditions or demand for rum in Havana, could make the relationship between Presbyterian ministers' salaries (X) and the price of rum (Y) spurious.
In each of the given examples, the reported pattern of covariation between X and Y may be influenced by a confounding variable Z. A confounding variable is a variable that is related to both the independent variable (X) and the dependent variable (Y), which can lead to a spurious relationship between X and Y.
The presence of a confounding variable can create the illusion of a direct relationship between X and Y when, in reality, the observed relationship is due to the influence of Z.
For example, in the case of firefighters and property damage, the severity of the fire (Z) could be the underlying factor driving both the number of firefighters and the extent of property damage.
Similarly, in the case of campaign spending and percentage of vote, factors such as the popularity of the incumbent member or the characteristics of the constituency (Z) could be influencing both variables.
In the case of coffee consumption and the risk of depression, other lifestyle or socioeconomic factors (Z) may be responsible for the observed relationship rather than coffee itself. And in the case of Presbyterian ministers' salaries and the price of rum, economic conditions or demand for rum (Z) in Havana could be driving both variables.
Identifying and controlling for confounding variables is crucial in research to ensure accurate interpretations of the relationship between X and Y. It allows researchers to isolate the true causal relationship between the variables of interest.
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No one is helping me :(
what is equivalent to 23/25
Group of answer choices:
920
92
9.2
0.92
Answers
Answer:
0.92
Step-by-step explanation:
23/25 = 0.92
:))
I need help on this question for math please!
Answers
Answer:
no
Step-by-step explanation:
using the values of the ordered pair in the first equating we get :
2 = 3×5 - 13 = 15 - 13 = 2
that fits.
but when using them in the second equation we get :
4×5 - 3×2 = 17
20 - 6 = 17
14 = 17
and that is wrong.
that means the point (5, 2) is not on the second line, so the point cannot be the crossing point (= solution, where both equations deliver the same result) of both lines.
FYI
we would solve the system by using the first equality directly in the second equation :
4x - 3(3x - 13) = 17
4x - 9x + 39 = 17
-5x = - 22
5x = 22
x = 22/5 = 4.4
and y is then
y = 3×4.4 - 13 = 13.2 - 13 = 0.2
the actual solution of the system is therefore
(4.4, 0.2)
The average third grader student can read 60 words in five minutes what is the average reading rate per minute
Answers
Answer:
12 words a minute
Step-by-step explanation:
To find the answer all you need to do is divide 60/5
Answer:
12
Step-by-step explanation:
60 divided by 5
4 pt = __ c
28 qt = __ gal
Answers
Answer: 4 pt= 8c
28 qt= 7 gal
Step-by-step explanation: To convert from pints to cups, multiply by 2. To convert from quarts to gallons, divide by 4.
Answer:
4pt = 8 c
28 qt = 7 gal
Step-by-step explanation:
There is 2 c each pt and 4 qt each gallon so by knowing this we get the answer.
Question The most common graphical presentation Of quantitative data is a...... a)histogram b)bar graph c)relative frequency d)pie chart
Answers
A bar graph is the most popular visual representation of quantitative data.
Define bar graph.Another name for them is bar charts. One tool used in statistics for data processing is the bar graph. Using a bar diagram, it is simple and quick to compare sets of data among several groupings. On one axis of the graph are discrete numbers, while on the other are categories. The purpose is to illustrate how the two axes are related. Bar charts can also show significant alterations in data over time.
Given,
A bar graph is the most popular visual representation of quantitative data.
b) Bar graph
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6.05kg, expressed in kilograms and grams
Answers
Answer:
6.05 kg, 6050 grams
Step-by-step explanation:
The kilograms were already given in your question, so that's one half done.
1 kilogram is equivalent to 1000 grams. If we multiply 6.05 by 1000, then you get 6050, the measurement in grams.
latifa writes down a number. she says
if i find a cube root of that number and then quadruple the answer, i get 16
what number did latifa write down?
Answers
Answer:
8
Step-by-step explanation:
the cubed root of 8 equals 2
if you quadruple 2 (multiply it by 4), you will get 8
I had it at first but now I’m lost.. can someone please help me ASAP!!
Answers
Answer:
Step-by-step explanation:
-5 - 2(3x - 4) = 3(x - 4) + 6
-5 - 6x + 8 = 3x - 12 + 6
-6x + 3 = 3x - 6
3 = 9x - 6
9 = 9x
1 = x
Answer: x =1
Step-by-step explanation:
-5-2(3x-4) = 3(x-4) +6 Apply the distributive property to break it down.
-5-6x+8 = 3x -12 +6 Combine like terms
-6x + 3 = 3x - 6 Add 6x to both sides
+6x +6x
3 = 9x -6 Add 6 to both sides
+6 +6
9=9x Divide both sides by 9
x= 1